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Abstract Science is often perceived as an objective, apolitical, and static body of knowledge, rather than a set of practices for understanding how and why the world works. Teaching science through social justice science issues (SJSIs) can facilitate a more complex and nuanced understanding of science while supporting children to recognize how science can be a tool to either oppress or push against injustice. Integrating science and social justice movements, however, can be challenging for early career teachers, and particularly elementary teachers. For this qualitative study, five preservice elementary teachers grappled with how they might advise a colleague to teach science through one social justice science issue—a train derailment in a nearby state. In foregrounding an SJSI for a hypothetical lesson, teachers shared affordances and challenges to this work, illuminating and exploring three boundaries: (1) boundaries of what counts as science; (2) boundaries of one’s own knowledge; and (3) boundaries of one’s role as a teacher. I discuss implications for teacher education programs, with specific emphasis on supporting teachers to engage in transdisciplinary work and their own critical reflection. 

Preservice elementary science teachers’ beliefs and practices influence the kinds of adaptations they make to curricula and the extent to which they are able to enact science lessons in justice-oriented ways. Through this qualitative study, we explored the beliefs and practices of five focal preservice teachers through an analysis of their lesson plans, recorded enactments, and interviews about their science teaching throughout their student teaching experience. We also introduce a framework for expansive sensemaking that integrates beliefs and practices related to four key themes: (1) believing in children’s brilliance, (2) building a collaborative classroom culture, (3) expanding what counts as science, and (4) positioning children as epistemic agents. While teachers varied in their beliefs about and approaches to each of these themes, they demonstrated strengths that illustrate what may be possible for early career teachers, like working to integrate many ways of knowing and being into science lessons, connecting to embodied knowledge, or supporting children to be scientific decision-makers. We discuss implications for teacher preparation programs and for theory development related to justice-oriented teaching in general and expansive sensemaking in particular. 

Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in elementary science lessons, from increasing opportunity and access in science, to increasing identity and representation in science, to expanding what counts as science, to seeing science as a part of justice movements. We analyzed the lesson plans of 16 preservice elementary teachers who were using the practical justice framework. In addition to extensive attention to varying participation structures to support children’s science discourse, preservice teachers also took up more challenging moves such as attending to how children are positioned as scientists, inviting children’s science ideas and hearing the science in their ideas, encouraging decision-making in science practices, and connecting science to issues of justice. They varied in both the number of unique justice moves they took up and the specificity with which they planned for incorporating the moves. We discuss implications for practice and theory-building in relation to supporting preservice teachers in learning to teach science toward equity and justice. 

Recent studies reveal that at large friction Reynolds number delta^+ the outer, inertially-dominated region of the turbulent boundary layer is composed of large scale zones of uniform momentum segregated by narrow fissures of concentrated vorticity. Experiments show that, when scaled by the boundary layer thickness, the fissure thickness is O(1/sqrt{delta^+}), while the dimensional jump in streamwise velocity across each fissure scales in proportion to the friction velocity u_tau. A simple model that exploits these essential elements of the turbulent boundary layer structure at large delta^+ is developed. First, a master wall-normal profile of streamwise velocity is constructed by placing a discrete number of fissures across the boundary layer. The number of fissures and their wall-normal locations follow scalings informed by analysis of the mean momentum equation. The fissures are then randomly displaced in the wall-normal direction, exchanging momentum as they move, to create an instantaneous velocity profile. This process is repeated to generate ensembles of streamwise velocity profiles from which statistical moments are computed. The modelled statistical moments are shown to agree remarkably well with those acquired from direct numerical simulations of turbulent channel flow at large delta^+. In particular, the model robustly reproduces the empirically observed sub-Gaussian behaviour for the skewness and kurtosis profiles over a large range of input parameters.